What Can Simple Machines Do?
Theme time frame: 2 Weeks
Student levels: WIDA Proficiency Levels 1-4
Big Ideas:
  • Simple machines make work easier.
  • Application of a force changes position and motion of an object.
  • Simple machines can be used alone or in combination to solve problems
  • Scientists and engineers observe and experiment to learn and solve problems

Theme connections to other content areas:
  • Learners use formulae to estimate/determine mechanical advantage of simple machines.
  • By observing the change in the numerators and denominators they predict what changes will increase or decrease the MA.

Objectives (with differentiation as needed):
Science & STEAM Objectives (F1)
  1. Students recognize and name simple machines: wedge, screw, ramp, lever, wheel and axle, and pulley.
  2. Students find and observe simple machines in their environment.
  3. Students identify simple machines as parts of toys and self-made devices. They will use machines and devices to solve a problem.
  4. Students identify and describe the action of a force using a machine to move and direct movement of an object.
  5. Students employ simple machines, e.g., hammers (lever), nails (wedges), screwdrivers and screws (lever and screw) for construction
  6. Students work well to collaborate with teammates.
  7. Students keep trying when things don’t work out right.
Additional Science & STEAM Objectives (F2, F3))
  1. Students use and describe the steps in the engineering design process (define a problem, generate ideas, select a solution, test the solution(s), make the item, evaluate it, and present the results.
  2. Students use tools to design, make, use, and assess technology
  3. Students use models communicate and test design ideas and processes.
Level 1 Language Objectives
  1. Identify objects from oral statements or questions.
  2. Name objects, diagrams, or pictures
  3. Match diagrams with words
  4. Produce short-answer responses to oral questions with visual support
Level 2 Additional Language Objectives
  1. Follow two-step oral instructions
  2. Describe pictures, events, objects using phrases or short sentences
  3. Identify facts and explicit messages from illustrated text.
  4. Take notes using graphic organizers or models
Level 3 Additional Language Objectives
  1. Categorize or sequence oral information using pictures and objects
a. Compare/contrast functions, relationships from oral information
  1. Formulate hypotheses, make predictions
a. Give a brief presentation of a solution
  1. Use context clues to determine meaning of words
a. Interpret written information or data
  1. Produce simple expository texts.
  1. Summarize information from graphics or notes; edit and revise.
Level 4 Additional Language Objectives
  1. Identify cause and effect from oral discourse
  2. Present oral report of experiment and results
  3. Interprets written experimental data
  4. Produces original analysis from graphics and notes.
Optional Mathematics Extension
Learners use formulae to compute/estimate ideal mechanical advantage of simple machines to determine ways to improve machines.
Activities and Strategies
  1. Introduce machines with images, video, and classroom examples (stairs, scissors, pencil sharpener, rolling cart, doorknob, doorstop... (TPR)
  2. Practice saying key terms and identifying machines with “I have, Who has?” using words and pictures of machines. (Volunteers participate and act as models)
  3. Take a walk in the neighborhood to identify, photograph, sketch, and list simple machines encountered. Bring along picture showing machines for reference. (Volunteers participate to take photos and walk with small groups to discuss machines and record machines students find.)
  4. Play simple machines game, first as a group and then independently.
  5. Create machines using common objects (work in small groups with volunteers).(Volunteers help collect materials and manage them during activity.)
  6. Introduce steps in Engineering Design Process. Model with a group experiment. (See Engineering Process Handout; modify expectations for levels)
  7. Students design a solution to a problem, e.g., getting a wagon to change direction and roll to hit a target (work in small groups with volunteers); write up experiment.
  8. Use tools to build a birdhouse. (Volunteers work with small groups to ensure tool safety.)
  9. Create Bubble Map of Simple Machines, first as a group and then individually.
  10. Explain thinking maps to the group and create a Bubble map together.
  11. Learners create their own thinking maps showing the category “simple machines” and the machines that belong, with drawn examples.
  12. Learners present projects and maps to the class or a group of the class and receive feedback. (Learners rehearse in small groups with volunteers and teachers.)

Roles/responsibilities for teacher and volunteers:
(See descriptions with lessons.)
Assessment with differentiation:
See Rubric below.
Rubric is completed by observation and quizzes as learners complete unit tasks.
Resources:

OK Go - This Too Shall Pass - Rube Goldberg Machine

Inspiring the next generation of female engineers: Debbie Sterling at TEDxPSU

  • Access Science Text, pp. 270 -271
  • OPDCA Simple Machines, pp. 136-137
  • BrainPOPJr. Learn about simple Machines:
  • BrainPOP Simple Machines Game:
  • Brittanica.com Simple machine:

Materials:

  • Illustrations and videos of simple machines
  • Students’ science journals
  • Chart paper/ Promethean for thinking maps
  • Examples of tools and toys that are simple machines (hammer, nails, screwdrivers, screws, toy wagons, balls, K’NEX sets, thread bobbins for pulleys, white boards for ramps, toys for wheels and axles, scissors as lever and wedge), Duplo Building Bricks, toy cars, balls, straws, toy blocks, balance robot toy, marble chute toy, Zoobs toy, marbles, sewing machine bobbins and string.


Name: ______Date: ______

Bull’s Eye ExperimentData Chart

Objective: Hit the bull’s-eye with the vehicle in the shortest time.

Attempt
number: / How far did your vehicle go? / Did you hit the bull’s-eye? / How high was the top of the ramp? / How fast did it hit the bull’s-eye?
1
2
3
4
5
6
7
8
9
10

1

Simple Machines Lesson Plan Mary Lou McCloskey

I have the first card.
Who has inclined plane? / I have inclined plane
Who has screw?
I have screw.
Who has pulley? / I have pulley.
Who has lever?
I have lever.
Who has wheel and axle? / I have wheel and axle.
Who has wedge?
I have wedge.
Who has nation? / I have wedge.
Who has work?
I have work.
Who has push? / I have push.
Who has forces?
I have forces.
Who has friction? / I have friction.
Who has gravity?
I have gravity.
Who has pull? / I have pull.
Who has hammer?
I have hammer.
Who has nail? / I have nail.
Who has screwdriver?
I have screwdriver.
Who has wagon? / I have wagon.

I have the last card.

Steps in the Engineering Process

1

Simple Machines Lesson Plan Mary Lou McCloskey

Simple Machines Can-Do Rubric

Name: Start date: Finish Date: Target Score: Score:

Objective / Level 1 / Level 2 / Level 3 / Level 4
*I can identify six simple machines / Points to the machines when they are named. / Names the machines. / Names the machines and gives an example of each. / Names the machines, gives an example, and describes the purpose of each.
*I can identify simple machines in the real world / Points to a photo of a machine in the real world and matches to simple machine picture. / Points to a photo of machines in the real world and correctly names simple machine(s) that are used / Names and writes both real world machines and the simple machines that are their components. / Names and writes real world machines and the simple machines that are their components and describes how they save work.
* **I can demonstrate how force changes motion and direction of an object / Builds/draws a simple machine and points/uses arrows to show the direction of motion and object / Also uses Pull and Push to describe direction of motion and direction words to describe movement of object. / Also illustrates how force changes motion and direction of object with diagram or thinking map. / Also describes in front of the class.
* **I can use tools made of simple machines to design and test a solution to a problem. / Uses 1 tool to solve problem of getting an object to change direction and hit a target. / Uses 2-3 tools and also names the tools and simple machine. / Uses 4-5 tools and also describes the process. / Uses 6 tools and also suggests an improvement to re-test.
* **I can use steps in the engineering design process. / Points to step when requested. / Names steps in the process. / Names and writes steps in the process.
Tells about an example. / Names and writes steps in the process. Writes up an example.
**I can use a model to show and test my design ideas. / Draws a model to test design and conducts test. / Draws and labels a model to test design and conducts test. / Also describes results of the test. / Also revises and repeats test.
**I use precision in solving engineering processes. / No evidence of care or precision. / Somewhat careful in performing and documenting process. / Generally careful in performing and documenting process / Very careful in performing and documenting process; helps others learn to do this.
**I use determination in solving engineering processes. / Gives up after one try / Tries several times / Tries many times. / Tries until successful.
**I collaborated with teammates by listening, sharing, and taking turns. / No evidence of listening, sharing, and taking turns. / Listened, shared, and took turns most of the time. / Listened, shared, and took turns all of the time. / Listened, shared, and took turns all of the time and took leadership roles.

*Levels correspond approximately to WIDA Proficiency Levels

**Levels describe achievement of content objectives

* ** Levels, in some way, include both language and content objectives.

Simple Machines Experiment Presentation Rubric*

Names:______Date:______

Circle one box for each row. Write notes at the bottom.

Total: __ out of __ / 6 /12 /18 (Circle goal score appropriate for learner)

Entering - 1 / Beginning- 1 / Developing - 3
Introduction / Gave an introduction with your name and the goal of the experiment. / Gave an introduction with your name and the goal of your experiment. Used sentences to talk to the audience. / Gave a creative introduction that made the audience want to learn from you! Used a question, fun fact, and/or connection to the audience.
Title & Author / On the poster or in the presentation: named all group members and gave a title. / On the poster and in the presentation: named all group members and gave a title. / On the poster and in the presentation: named all group members and gave a creative title.
Details about Engineering Process / Listed 1-2 steps in the process. Explained or showed the use of one simple machine. / Listed 2-5 steps in the process. Described how they were performed. / Listed 6 steps in the process. Described the experiment from beginning to end.
Notebook / Notebook includes labeled diagram. / Notebook includes labeled diagram and 1-2 sentences describing what was done. / Notebook includes labeled diagram and 3-4 sentences describing what was done
Sentence length and variety / Used words and phrases, but not sentences. Did not use correct punctuation and capitalization. / Used mostly short sentences. Began some sentences with “And.” Used some correct punctuation and capitalization. / Used some short sentences and some long sentences with and/but/so or “because.” Did not begin sentences with “And.” Used mostly correct punctuation and capitalization.
Poster Style / Poster is neat. / Poster is colorful and neat. / Poster is colorful, decorated, and neat.
Presentation Style / Seemed like you weren’t sure some of the time, some pauses. / Seemed like you had practiced, only a few mistakes or pauses. / Seemed confident and happy- like you had practiced a lot.

1

Simple Machines Lesson Plan Mary Lou McCloskey